Profile of the Concept Understanding of Two-Dimensional Figure Based on Pirie Kierens Theory Reviewed from Learning Motivation in Elementary School
Abstract
Abstract This study aims describe understanding concept of two-dimensional figure based on Pirie Kierens theory in terms of learning motivation. This study uses a qualitative approach with a case study type of research. The results found that there were differences in the flow of students understanding of high, medium, and low learning motivation in solving questions. When solving square questions, students with high learning motivation do effective folding back and arrive at inventing, students with motivation are doing infective folding back and not inventing, and students with low motivation do not fold back and do not get inventing. When solving rectangular problems, high-motivated students did ineffective folding back and did not arrive at inventing, moderately motivated students did not fold back and arrived at inventing, and low-motivated students did effective folding back and arrived at inventing. The similarity is that they both start from primitive knowledge.
Keywords concept understanding, Pirie Kieren Theory, two-dimensional figure.
Abstrak Penelitian ini bertujuan untuk mendeskripsikan pemahaman konsep bangun datar berdasarkan teori pirie kieren ditinjau dari motivasi belajar. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus untuk memaparkan secara terperinci pemahaman siswa berdasarkan teori pirie kiren. Hasil yang ditemukan terdapat perbedaan alur pemahaman siswa motivasi belajar tinggi, sedang dan rendah dalam menyelesaikan soal bangun datar. Saat menyelesaikan soal persegi siswa motivasi belajar tinggi melakukan effective folding back dan sampai pada inventising, siswa motivasi sedang melakukan inffective folding back dan tidak sampai inventising, siswa motivasi rendah tidak melakukan folding back dan tidak sampai inventising. Saat menyelesaikan soal persegi panjang siswa motivasi tinggi melakukan ineffective folding back dan tidak sampai pada inventising, siswa motivasi sedang tidak melaukukan folding back dan sampai pada inventising, siswa motivasi rendah melakukan effecting folding back dan sampai pada inventising. Persamaannya yaitu sama-sama dimulai dari primitive knowing.
Kata kunci pemahaman konsep, Teori Pirie Kieren, bangun datar.
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